| dc.contributor.advisor | 陳振寬 | zh_TW |
| dc.contributor.author (Authors) | 馬玉玫 | zh_TW |
| dc.creator (作者) | 馬玉玫 | zh_TW |
| dc.date (日期) | 2004 | en_US |
| dc.date.accessioned | 18-Sep-2009 16:42:10 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 16:42:10 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 16:42:10 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0919510052 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35988 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 91951005 | zh_TW |
| dc.description (描述) | 93 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討不同方式的複誦教學對台灣國中生聽力理解、 聽的字彙、了解自己說的英語和英語之間的差異及自發性的練習聽和說四方面之影響。本研究結果希望對英文老師在複誦教學上有所啟示和幫助。 台北市某國中二年級兩班共64位學生參與這項研究,他們被分為實驗組和控制組。學期初,受試者接受全民英檢初級聽力前測,依據該成績, 分成實驗組和控制組兩組群,該兩組群又細分為高中低三組群。受試者在接受全民英檢初級聽力前測後,施以不同之複誦教學。實驗組之教學方式為讓學生先聽一段文章或一段對話,第二次則聽完句子再跟著複誦所聽到的句子,第三次則看著聽力稿再複誦一次並從中了解自己所複誦的句子或片語和所聽到的有何不同。控制組之教學方式為傳統的複誦教學;方式為讓學生先看著聽力稿聽一段文章或一段對話,第二次則聽完再跟著聽力稿複誦,第三次則亦看著聽力稿再複誦一次, 並從中了解自己所複誦的句子或片語和所聽到的有何不同。16週之後,他們接受聽力後測。除接受後測外,實驗組還接受問卷調查和訪談。 實驗結果顯示實驗組的聽力方面之進步大於控制組。其中實驗組平均數差異檢定以達到顯著水準(t=2.666, p=.010);實驗組三組中,以中組群及低組群進步最多,平均數差異檢定以達到顯著水準(中組群t=3.318, p=.003; 低組群t=.283, p=.016)。此外從問卷調查和訪談得知:實驗組大部份的學生對此教學法皆持肯定的態度。且中組群及高組群對聽的字彙、了解自己說的英語和英語之間的差異及皆持正面的看法。低分組則較希望老師能適時的說明及指導。但在自發性的練習聽和說的能力只有高組群持正面的看法。本文根據研究結果,提出英語教學上之運用以及未來研究之建議。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of the study is to examine the effect of different approaches to “listen and repeat” strategy teaching on listening comprehension of junior high school students in Taiwan. “Listen and repeat” activity is often practiced in English class; however, its skill and training are often neglected by most English teachers and thus less studied. In this study, an experiment is conducted to examine the effect that different procedures of repetition strategy instruction have on listening comprehension, on the awareness of the gap between students’ output and the aural input, on “sound-to-script” vocabulary, and on students’ automaticity in listening and speaking. Sixty-four students, taught by the researcher, from two classes of 8th grade at a junior high school in Taipei City, participate in this study. They are divided into the experimental group and the control group. At the beginning of the semester, the researcher gives the two classes an English listening comprehension test at the GEPT elementary level. According to their scores in the test, the subjects are further divided into high, middle, and low proficiency levels. Then, the experimental and the control groups are taught in different methods. The control group is taught to "listen and repeat" with the listening scripts; the experimental group is taught to “listen and repeat” after the aural stimuli only and later to check the listening scripts to see if there is any gap between the listening input and their oral output and if there is any gap between their listening vocabulary and the written vocabulary.After 16 weeks, all of the subjects take a listening comprehension posttest. In addition to the listening comprehension test, the experimental group is also asked to fill in a questionnaire. Later, some interviews are conducted. The results show that “listen and repeat” after the aural stimuli indeed enhances the subjects’ listening comprehension ability. The experimental group significantly outperforms the control group (t=2.666, p=.010). Besides, in terms of proficiency levels, the experimental middle and low subgroups significantly outperform those of the control group (experimental middle subgroup: t=3.318, p=.003; experimental low subgroup: t=.283, p=.016). Moreover, the questionnaire and interview results show that most of the students like this way of “listen and repeat” practice though it is cognitively demanding and challenging. Furthermore, experimental middle and high subgroups benefit more from the strategy. They can better notice the gap between their output and the aural input and have better correspondence between their listening vocabulary and the written vocabulary. But the strategy facilitates only high proficiency students’ automaticity in listening and speaking. The low subgroup, on the other hand, needs teachers’ instructions and feedback more. Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study | en_US |
| dc.description.tableofcontents | Page Acknowledgements ..iii Table of Contents ..iv List of Tables viii List of figures ..xi Chinese Abstract .xii English Abstract xiv CHAPTER 1. INTROUDCTION .1 1.1 Motivation .1 1.2 Significance and Purpose of the Study .5 1.3 Research Questions .6 1.4 Definition of Terms .7 2. LITERATURE REVIEW .9 2.1 Language Learning Strategy .9 2.1.1 The Importance of Language Learning Strategies 11 2.1.2 Language Learning Strategy Instruction as Cognitive Processes 11 2.1.3 The Procedures of Learning Strategy Instruction 13 2.1.4 The Importance of Teachers’ Awareness of Strategy Instructions 14 2.2 Repetition 15 2.2.1 Repetition Strategies 17 2.2.1.1 Memorization 17 2.2.1.2 Imitation 18 2.2.1.3 Inferencing Strategies 19 2.3 Repetition, Shadowing, and Tracking 21 2.4 Relationship between Comprehension and Production 22 2.5 Input-to-Intake Phenomenon 23 2.6 Summary 25 2.7 Previous Studies Related to Strategy Use and Repetition Strategy 27 2.8 Hypotheses 30 3. METHODOLOGY 31 3.1 Subjects 31 3.2 Instruments 34 3.2.1 GEPT Elementary Listening Test 34 3.2.2 Materials 35 3.2.3 Questionnaires 36 3.2.4 Face-to-face Interview 37 3.3 “Listen and Repeat” Strategy Instruction 38 3.3.1 “Listen and Repeat” Strategy Instruction for the Control Group 39 3.3.2 “Listen and Repeat” Strategy Instruction for the Experimental Group 39 3.4 Procedures 40 3.5 Data Analysis 43 4. RESULTS and DISCUSSION 44 4.1 The Pre-test and Post Results 44 4.1.1 The Effect of Repetition Instruction on Overall Performance 44 4.1.2 The Effect of Repetition Instruction on “Picture Description” Part 49 4.1.3 The Effect of Repetition Instruction on “Question or Statement Response” Part 53 4.1.4 The Effect of Repetition Instruction on “Short Conversation” Part 57 4.2 The Results of the Questionnaire Survey 61 4.2.1 Perception on Listening 62 4.2.2 Perception on the Awareness of Aural Input and Students’ Output 64 4.2.3 Perception on Sound-to-Script Words 66 4.2.4 Perceptions on Students’ Automaticity in Listening and Speaking 69 4.3 Interview Reports 72 4.3.1 Responses to Listening in Classroom Practice 72 4.3.1.1 Responses to Listening in “Picture Description” Part 73 4.3.1.2 Responses to Listening in “Question or Statement” Part 74 4.3.1.3 Responses to Listening in “Short Conversation” Part 74 4.3.1.4 Summary 75 4.3.2 Responses to the Awareness of Aural Input and Students` Output 76 4.3.3 Responses to "Sound-to-Script" Vocabulary 77 4.3.4 Responses to Students` Automaticity in Listening and Speaking 78 4.4 Summary 78 5. CONCLUSIONS, IMPLICATIONS and SUGGESTIONS 83 5.1 Findings and Suggestions 83 5.2 Pedagogical Implications 85 5.3 Limitations and Suggestions for Future Research 87 REFERENCES 89 APPENDIXES 107 APPENDIX A 107 APPENDIX B 109 LIST OF TABLES Page Table 2-1 Instructional Procedures 14 Table 3-1 Number of the Students and the Genders of the Students 32 Table 3-2 Statistics of Subjects` English Listening Comprehension Test 33 Table 3-3 Independence Samples t-Test of Subjects` English Listening Test at the GEPT Elementary Level 33 Table 3-4 The Number of the Students at Different Language Proficiency Levels 34 Table 4-1 Statistics of Overall Performance 45 Table 4-2 Paired Samples t-test for Progress in Overall Performance 45 Table 4-3 Independent Samples t-test for Progress in Overall Performance 46 Table 4-4 Statistics of Overall Performance in Terms of Proficiency Levels 47 Table 4-5 Paired Samples t-test for Progress in Overall Performance in Terms of Proficiency Levels 47 Table 4-6 Independent Samples t-test for Progress in Overall Performance in terms of proficiency levels 48 Table 4-7 Statistics of "Picture Description" Performance 49 Table 4-8 Paired Samples t-test for Progress in "Picture Description" Part 50 Table 4-9 Independent Samples t-test for Progress in “Picture Description” Part 50 Table 4-10 Statistics of "Picture Description" Part in Terms of Proficiency Levels 51 Table 4-11 Paired Samples t-test for Progress in “Picture Description” in Terms of Proficiency Levels 52 Table 4-12 Independent Samples t-test for Progress in “Picture Description” in Terms of Proficiency Levels Table 4-13 Statistics of "Question or Statement Response" Performance 52 Table 4-14 Paired Samples t-test for Progress in "Question or Statement Response" Part 52 Table 4-15 Independent Samples t-test for Progress in "Question or Statement Response" Part 55 Table 4-16 Statistics of "Question or Statement Response" Part in Terms of Proficiency Levels 55 Table 4-17 Paired Samples t-test for Progress in "Question or Statement Response" Part in Terms of Proficiency Levels 56 Table 4-18 Independent Samples t-test for Progress in "Question or Statement Response" Part in Terms of Proficiency Levels 57 Table 4-19 Statistics of "Short Conversation" Performance 58 Table 4-20 Paired Samples t-test for Progress in "Short Conversation" Part 58 Table 4-21 Independent Samples t-test for Progress in "Short Conversation" Part 59 Table 4-22 Statistics of "Short Conversation" Part in Terms of Proficiency Levels 59 Table 4-23 Paired Samples t-test for Progress in "Short Conversation" Part in Terms of Proficiency Levels 60 Table 4-24 Independent Samples t-test for Progress in "Short Conversation" Part in Terms of Proficiency Levels 61 Table 4-25 Responses to Questions 1, 3, 7 & 10 62 Table 4-26 Responses of Different Proficiency Levels to Questions 1, 3, 7, & 10 63 Table 4-27 Responses to Questions 2, 4 & 11 65 Table 4-28 Responses of Different Proficiency Levels to Questions 2, 4 & 11 65 Table 4-29 Responses to Questions 5, 6, 7 & 4 67 Table 4-30 Responses of Different Proficiency Levels to Questions 5, 6, 7 & 14 68 Table 4-31 Responses to Questions 8, 9, 10, 12 & 13 69 Table 4-32 Responses of Different Proficiency Levels to Questions 5, 6, 7 & 14 70 LIST OF FIGURES Page Figure 3.1 Procedures for conducting the study 42 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0919510052 | en_US |
| dc.subject (關鍵詞) | listeninhg comprehension | en_US |
| dc.subject (關鍵詞) | repetition strategy | en_US |
| dc.subject (關鍵詞) | learning strategy | en_US |
| dc.title (題名) | The Effect of Different Approaches to Repetition Strategy Instruction on the Listening Comprehension of Junior High School Students in Taiwan | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, Vol. 18. No.1, March. | zh_TW |
| dc.relation.reference (參考文獻) | Adachi, K. (1997). Shadowing. Japan Forum Vol. 35. No1, January-March | zh_TW |
| dc.relation.reference (參考文獻) | http://exchange.state.gov.forum/vols/vol35/no1/p46.htm | zh_TW |
| dc.relation.reference (參考文獻) | Anderson-Hsieh, J. (1990). Teaching suprasegmentals to international teaching assistants using field-specific materials. English for Specific Purposes, 9, 195-214. | zh_TW |
| dc.relation.reference (參考文獻) | Anderson-Hsieh, J. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42(4), 529-555. | zh_TW |
| dc.relation.reference (參考文獻) | Anderson, J. R. (1983). The architecture of cognition. Cambridge, Mass: Harvard University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Anderson, J. R. (1990). Cognitive Psychology and its Implications. (3rd Ed.) New York: W.H. Freeman. | zh_TW |
| dc.relation.reference (參考文獻) | Bachman, L. F. & Palmer, A. S. (2004). Language Testing in Pracitce. Oxford: Oxford University Press | zh_TW |
| dc.relation.reference (參考文獻) | Bai, H. B. (1994). The Teaching and Learning of English Stress and Intonation in Taiwan Junior High School. Unpublished Thesis. Department of English: | zh_TW |
| dc.relation.reference (參考文獻) | National Cheng-Chi University. | zh_TW |
| dc.relation.reference (參考文獻) | Baltra, A. (1986). Computer assisted language learning: What is it all about? Paper presented at a conference at the University of California, Irvine. | zh_TW |
| dc.relation.reference (參考文獻) | http://iteslj.org/Techniques/Kinoshita-Strategy.html | zh_TW |
| dc.relation.reference (參考文獻) | Koren, S. (1995). Foreign language pronunciation testing: a new approach. System, 23, 387-400. | zh_TW |
| dc.relation.reference (參考文獻) | Krashen, S. D. (1980). The input hypothesis. The Georgetown University Round Table on languages and Linguistics, James E. Alatis(Ed.) 168-180. Washington, D.C. Georgetown University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. | zh_TW |
| dc.relation.reference (參考文獻) | Krashen, S. D. (1987). Applications of psychological research to the classroom. In M. H. Long, & J. C. Richards (Eds.) Methodology in TESOL: A book of reading (pp. 33-44). Boston, Mass.: Heinle & Heinle Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth ROC TEFL(pp.193-214).Taipei: The Crane Publishing Co.,Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Lee, H. M. (2001). The Role of Practice in Successful EFL Listening Achievement for Taiwanese University English Majors. Unpublished doctoral dissertation, University of Texas, Austin. | zh_TW |
| dc.relation.reference (參考文獻) | Lee, R., McCune, L., & Patton, L.(1970). Physiological responses to different modes of feedback in pronunciation testing. TESOL Quarterly 4,117-122. | zh_TW |
| dc.relation.reference (參考文獻) | Lenneberg, E. H. (1962). Understanding language without ability to speak: A case report. Journal of Abcdrmal and Social Psychology, 65 (5), 419-25. | zh_TW |
| dc.relation.reference (參考文獻) | Milheim, W. (1996). Interactivity and computer-based instruction. Journal of Eductional Technology Systems, 24(3), 225-233. | zh_TW |
| dc.relation.reference (參考文獻) | Thompson, I. (1995). Assessment of second/foreign language comprehension. In D.J. Mendelson & J. Rubins (Eds.). A Guild for the teaching of second language listening(pp.31-58). San Diego, CA: Dominie Press. | zh_TW |
| dc.relation.reference (參考文獻) | Li, J. I. (2000). What does pronunciation have to do with listening? Papers from Proceedings of the Seventh Conference on English Teaching and Learning in the Republic of China Taipei: Crane | zh_TW |
| dc.relation.reference (參考文獻) | Lin, Y. L. (2003). Repetition as a Means of Measuring EFL Listening Comprehension. | zh_TW |
| dc.relation.reference (參考文獻) | Department of English: National Kaohsiung Normal University. | zh_TW |
| dc.relation.reference (參考文獻) | Lo, W. L. (2004). The Effect of Lexical Inferencing in Vocabulary Learning and Reading Comprehension. A master thesis submitted to Department of English, National Chengchi University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Long, D. R. (1989). Second language listening comprehension: a schema-theoretic perspective. Modern Language Journal, 73(1), 32-40 | zh_TW |
| dc.relation.reference (參考文獻) | Long, M. H. (1983a). Does Second Language Instruction Make a Difference? A Review of Research. TESOL Quarterly, 17(3), 359-382. | zh_TW |
| dc.relation.reference (參考文獻) | Long, M. H. (1983b). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics,4(2),126-141. | zh_TW |
| dc.relation.reference (參考文獻) | Loschky, L. (1994). Comprehensible input and second language acquisition: What is the relationship. Studies in Second Language Acquistion,16,303-323. | zh_TW |
| dc.relation.reference (參考文獻) | Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal,75(2), 196-204. | zh_TW |
| dc.relation.reference (參考文獻) | Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information, Psychological review, 63, 81-97. | zh_TW |
| dc.relation.reference (參考文獻) | Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342. | zh_TW |
| dc.relation.reference (參考文獻) | Barak, R. (1997). The Case for Explicit, Teacher-led, Cognitive Instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. March 24-28. | zh_TW |
| dc.relation.reference (參考文獻) | Moore, M. & Kearsley, G. (1996). Distance education: A system view. Balmont,CA:Wadsworth Publishing Company. | zh_TW |
| dc.relation.reference (參考文獻) | http://ouln.org/deguide | zh_TW |
| dc.relation.reference (參考文獻) | Morley, J. (2005). Current perspectives on improving aural comprehension. ESL Magazine. www.eslmag.com | zh_TW |
| dc.relation.reference (參考文獻) | Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, 335-340. | zh_TW |
| dc.relation.reference (參考文獻) | Murphy, T. (1995). Conversational Shadowing. Proceedings of the 16th Conference on Second Language Research in Japan. Niigata: International University of Japan. | zh_TW |
| dc.relation.reference (參考文獻) | Myikos, M., & Oxford, R. (1993). A Factor Analytic Study of Language-learning stategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22. | zh_TW |
| dc.relation.reference (參考文獻) | Nunan, D., & Miller, L. (1995). New way in teaching listening. Alexandria, VA:TESOL. | zh_TW |
| dc.relation.reference (參考文獻) | Oller, J. W. (1989). Language Tests at School: A Pragmatic Approach . Longman, London. | zh_TW |
| dc.relation.reference (參考文獻) | Olson, D. R. (1977). From Utterance to Text: The Bias of Language in Speech and Writing. Harvard Educational Review, 47, 257-280 | zh_TW |
| dc.relation.reference (參考文獻) | Tomlin, R. & Villa,V. (1994). Attention in Cognitive Science and Second Language Acquisition. Studies in Second Language Acquisition, 16, 183-203. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M. (1987). The effects of training in the use of learning strategies. In Wenden, A., and Rubin, J (Eds.), Learner Strategies in Language Learning. Great Britain: Prentice Hall. | zh_TW |
| dc.relation.reference (參考文獻) | Basil, M. D. (1992). Attention to and memory for audio and video information in television scenes. ERIC Document Reproductive Service. ED 347 592. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Applied Linguistics Series. New York: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., & Chamot, A. U. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA. USA: Addison-Wesley Publishing Company Inc. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., & Chamot, A. U. (1995). Language Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46. | zh_TW |
| dc.relation.reference (參考文獻) | O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo. R. P., & Kupper, L. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), pp.557-584. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | Tseng, J. L. (2003). Oral Reading and Silent Reading—The Effects on Taiwanese EFL Senior High School Students’ Comprehension. A master thesis submitted to Department of English, National Normal University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R. L. (1992). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal Winter, 18-22. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R., Crookall, D. (1989). Research on language learning strategies: method, findings, and instructional issues. The Modern Language Journal, 73, 403-419. | zh_TW |
| dc.relation.reference (參考文獻) | Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 34-35. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R., & Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3),197-216. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R. L., & Nyikos, M. (1993). A factor analytic study of language-learning strategy use: Interpretation from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics,13, 175-187. | zh_TW |
| dc.relation.reference (參考文獻) | Oxford, R., Lavine, R. Z., & Crookall, D." (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annuals 22, 29-39. | zh_TW |
| dc.relation.reference (參考文獻) | Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211-221. | zh_TW |
| dc.relation.reference (參考文獻) | Pennington, M. C. (1996). Phonology in English Language Teaching: An International Approach. Longman, London. | zh_TW |
| dc.relation.reference (參考文獻) | Pica, T. (1994). Resaerch on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language learning, 44, 493-527. | zh_TW |
| dc.relation.reference (參考文獻) | Underwood, M. (1989). Teaching listening. London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Prator, C. (1991). Corner stones of method and names for the profession. In Celce-Murcia(Ed) Teaching English, Helinle & Helinle, 11-22. | zh_TW |
| dc.relation.reference (參考文獻) | Pressley, M., Levin, J. R.& Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. Journal of Verbal Learning Behavior, 23, 270-288. | zh_TW |
| dc.relation.reference (參考文獻) | Prokop, M. (1989). Learning strategies for second language users: An analytical approach with case studies. Lewiston, NY: The Edwin Mellen Press. | zh_TW |
| dc.relation.reference (參考文獻) | Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. (p.p.100-118). In Strategies in Interlanguage Communication, (Eds.) C. Ferch and G. Kasper. Longmans. | zh_TW |
| dc.relation.reference (參考文獻) | Qian, D. (1996). ESL vocabulary acquisition: Contextualization and decontextualization. The Canadian Modern Language Review, 53(1), 120-142. | zh_TW |
| dc.relation.reference (參考文獻) | Ramirez, J. (1994). Adults learning literacy: The role of private speech in reading comprehension. pp.305-330. In. V. John-Steiner, C. Panovsky & L. W. Smith, (Eds.) Socialcultural approaches to language and literacy: An interactionist perspective. | zh_TW |
| dc.relation.reference (參考文獻) | Reid, J., (1987). The teaching style preferences of ESL students. TESOL Quarterly, 21, 87-111. | zh_TW |
| dc.relation.reference (參考文獻) | Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, Vol.17, No.2, 219-214. | zh_TW |
| dc.relation.reference (參考文獻) | Rivers, W. M. (1968). Teaching foreign-language skills. Chicago: University of Chiago Press. | zh_TW |
| dc.relation.reference (參考文獻) | Rivers, W. M. (1996). Listening comprehension. The Modern Language Journal, 50, 196-204. | zh_TW |
| dc.relation.reference (參考文獻) | Vigil, N. A. & Oller, J. W. (1976). Rule fossilization: a tentative model. Language Learning 26, (2), 281-295. | zh_TW |
| dc.relation.reference (參考文獻) | Rixon, S. (1990). Developing Listening Skills. London: Macmillan Publishers Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Robinson, P. (1995). Attention, memory and noticing hypothesis. Language Learning 45(2), 283-331. | zh_TW |
| dc.relation.reference (參考文獻) | Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Express. | zh_TW |
| dc.relation.reference (參考文獻) | Rost, M. (1990). Listening in language learning. New York: Longman Group UK Limited. | zh_TW |
| dc.relation.reference (參考文獻) | Breen, M. P. (1985). Authenticity in the Language Classroom. Applied Linguistics, 6(1), 60-70. | zh_TW |
| dc.relation.reference (參考文獻) | Rounds, P. L. (1992). Reading aloud. TESOL Quarterly, 26(4), 787-790. | zh_TW |
| dc.relation.reference (參考文獻) | Rubin, J. (1975). What the “Good Language Learner” Can Teach Us. TESOL Quarterly Vol. 9, No. 1, 41-51 | zh_TW |
| dc.relation.reference (參考文獻) | Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history, and typology. In A. Wenden & J. Rubin (Eds.) Learning Strategies in Language Learning(pp.15-30). Englewood Cliff, NJ: Prentice Hall International. | zh_TW |
| dc.relation.reference (參考文獻) | Rubin, J., & Thompson, I. (1982). How to Be a More Successful Language Learner. Boston: Heinle & Heinle. | zh_TW |
| dc.relation.reference (參考文獻) | Rubin, J. (1994). A Review of second language listening comprehension research. Modern Language Journal, 78(2), 99-126. | zh_TW |
| dc.relation.reference (參考文獻) | Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press. | zh_TW |
| dc.relation.reference (參考文獻) | Rubin, J. (1995).The contribution of video to the development of competence in listening. In D. Mendelsohn and J, Rubin (Eds.). A guide for the teaching of second language listening.(pp.151-65). San Diego, CA: Dominie Press. | zh_TW |
| dc.relation.reference (參考文獻) | Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11,129-158. | zh_TW |
| dc.relation.reference (參考文獻) | Schmidt, R. (1990). Attention. In Robinson P. (Eds.) Cognition and Second Language Instruction .pp.3-32. Cambridge: Cambridge University Express. | zh_TW |
| dc.relation.reference (參考文獻) | Schmidt, R. (1995). Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness. In R. Schmidt(Eds.) Attention and Awareness in foreign language teaching and learning(Technical Report No.9)(pp.1-64). | zh_TW |
| dc.relation.reference (參考文獻) | Schmeck, R. R. (1988). Individual differences and learning strategies. In C.E. Weinstein, E.T. Goetz, & P. A. Alexander (Eds.) Learning and Strategies: Issues in assessment instruction, and evaluation (pp.171-191). | zh_TW |
| dc.relation.reference (參考文獻) | Brown, H. D. (1970). English relativization and sentence comprehension in child language. Unpublished doctoral dissertation, University of California, Los Angeles. | zh_TW |
| dc.relation.reference (參考文獻) | http://education.gsu.edu/ctl/FLC/Foundations/Overview.pdf | zh_TW |
| dc.relation.reference (參考文獻) | Schwartz, A. M. (1998). Listening in a foreign language. (ERIC Document Reproduction Service No. ED 433 723) | zh_TW |
| dc.relation.reference (參考文獻) | Selinker, L., (1972). Interlanguage. International review of applied linguistics. 10(3), 209-231. | zh_TW |
| dc.relation.reference (參考文獻) | Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing:II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190. | zh_TW |
| dc.relation.reference (參考文獻) | Wang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy used by Taiwanese EFL senior high school students—a case study. MA. Thesis, National Changhua Normal University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Shook, D. J. (1999). What Foreign Language Reading Recalls Reveal About the input-to-intake phenomenon. Applied Language Learning, Vol. 10, Nos 1& 2, | zh_TW |
| dc.relation.reference (參考文獻) | 39-76. | zh_TW |
| dc.relation.reference (參考文獻) | Skehan, P. (1988). A cognitive approach to language learning. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211. | zh_TW |
| dc.relation.reference (參考文獻) | Skehan, P., & Foster, P. (2001). Cognition and Tasks. In Robinson P.(Ed.), Cognition and Second Instruction (pp.183-205). Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Smith, N.V. (1973). The acquisition of phonology: A case study. Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, H. D. (1990). Listening to spoken English.(2nd ed.). New York: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Snow. B. G. & Perkins. K. (1979). The Teaching of Listening Comprehension and Communciation Activities. TESOL Quarterly Vol .13, No.1 March. | zh_TW |
| dc.relation.reference (參考文獻) | Spolsky, B., Sigurd, B., Sato, M., Walker, E. & Arterburn, C. (1968). Preminary studies in the development of techniques for testing overall second language proficiency. Language Learning, Special Issue 3, 79-101. | zh_TW |
| dc.relation.reference (參考文獻) | Stern, H. H. (1992). Issues and opinions in language teaching. English: Oxford. | zh_TW |
| dc.relation.reference (參考文獻) | Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M.C. Wittrock(Eds.), Handbook of Research on Teaching(3rd.,pp.315-327). New York: Macmillan. | zh_TW |
| dc.relation.reference (參考文獻) | Stevick, E. W. (1996). Memory, meaning & method-a view of language teaching. Boston: Heinle & Heinle Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | Stroller, F. (1988). Films and videotapes in the ESL/EFL classroom. ERIC Document Reproductive Service. ED 299 835. | zh_TW |
| dc.relation.reference (參考文獻) | Swain, M. (1995).Three functions of output in second language learning. In G. Cook and G. Seidhofer (Eds.) Principles and practices in applied linguistics: studies in honor of H.G. Widdowson (pp.125-44). Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Swain, M., & Lapkins, S. (1995). Problems in output and cognitive processes they generate. A step towards second language learning. Applied linguistics ,16, 371-391. | zh_TW |
| dc.relation.reference (參考文獻) | Taimai, K. (1997). Shadowing as a powerful listening tool: Why does it work? A presentation given in March to the Hiroshima branch of JALT reported on The Language Teacher 21, (5), 72. | zh_TW |
| dc.relation.reference (參考文獻) | Tannen, D. (1989). Talking voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. Proceedings of the Sixth International Symposium on English Teaching. Taipei: Crane. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Second Edition: White Plains, NY: Longman, Forthcoming. | zh_TW |
| dc.relation.reference (參考文獻) | Teng, H. Y. (2002). Chinese students’ performance in the pronunciation of English tense and lax vowels. MA. Thesis, National Taiwan Normal University. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.). | zh_TW |
| dc.relation.reference (參考文獻) | Lynch, T. (1998). Theoretical perspective on listening. Annual Review of Applied Linguistics., 18, 3-19. | zh_TW |
| dc.relation.reference (參考文獻) | Wenden, A. (1987a). Incorporating learner training in the classroom. In A.Wenden and J. Rubin.(Eds).Learner strategies in language learning(pp.159-68). N.J.: Prentice Hall. | zh_TW |
| dc.relation.reference (參考文獻) | Wenden, A. (1987b). Conceptual background and utility. In A. Wenden. & J. Rubin(Eds.), Learner strategies in language learning(pp.3-14). London Prentice-Hall. | zh_TW |
| dc.relation.reference (參考文獻) | Wickens, C. (1984). Processing resources in attention. In R. Parasuraman and D. R. Davies (Eds.), Varieties of attention(pp.63-102). New York: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Yang, N. D. (1993). Beliefs about language learning and learning strategy use: A study of College Students of English in Taiwan. Proceedings of the Tenth ROC TEFL (pp.193-214). Taipei: The Crane Publishing Co., Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Yang, N. D. (1995). Effective awareness-raising in language learning strategy training. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA.(ERIC Document Reproduction Services No. ED 392 278) | zh_TW |
| dc.relation.reference (參考文獻) | Yang, N.D. (1996). Teaching students how to learn: A language learning project. Proceedings of the Thirteenth ROC TEFL (pp.195-204).Taipei: The Crane Publishing Co., Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Yen, I. C. (1988). Listening Difficulties Encountered by College Students in Taiwan. English Teaching and Learning, 12(4), 62-72. | zh_TW |
| dc.relation.reference (參考文獻) | Yordon, J. E. (1993). Roles in interpretation. USA, Wm. C. Brown Communications, Inc. | zh_TW |
| dc.relation.reference (參考文獻) | White Plains, NY: Addison Wesley Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Maken, M. A. & Ferguson, C. A. (1987). Phonological universals in language acquistion. In Interlanguage Phonology,(Eds.) G. Ioup and S.H. Weinberger,pp.3-22. Newbury House, Cambridge. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Buck, G. (2001). Assessing listening: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly, 19, 765-781. | zh_TW |
| dc.relation.reference (參考文獻) | Carell, P. L. (1987). A view of written text as a communicative interaction: Implications for reading in a second language. In J. Devine, P.L. Carrell, & D. E. Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24. | zh_TW |
| dc.relation.reference (參考文獻) | Chamot, A. U. (1998). Teaching learning strategies to language students. (ERIC Document Reproduction Services No. ED 433 719). | zh_TW |
| dc.relation.reference (參考文獻) | Chamot, A. U. & O’Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, F. C. (1996). Junior college students’ knowledge and performance of the pronunciation of American English. Proceedings of the 13th ROCTEFL, 351-359. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, Y. L., Chang, T. S. & Kuo C. H. (1992). Listening difficulties and learner strategies of non-native speakers. Proceedings of theNinth International Symposium on English Teaching. Taipei: Crane. | zh_TW |
| dc.relation.reference (參考文獻) | Chao, Y. G., & Wang, W. Y. (2002). Senior High School Students’ Listening Comprehension Strategy Use. Papers from Proceedings of the Nineteenth Conference on English Teaching and Learning in the Republic of China. Taipei: Crane | zh_TW |
| dc.relation.reference (參考文獻) | Chaudron, C. (1983). Simplification of Input: Topic Reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, Vol. 17. No.3 | zh_TW |
| dc.relation.reference (參考文獻) | McLaughlin, B. & Heredia, R. (1996). Information processing approaches to research on second language acquisition and use. In R. Ritchie and T. Bhatia (Eds.): A Handbook of Second Language Acquisition. pp.213-218. San Diego: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | Cheng, C. H. (2002). Effects of Listening Strategy Instruction on Junior High School Students. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Chiang, Y. R. (2000). A Study of the Effect of Various Approaches to Vocabulary Presentation on the Listening Comprehension of University Students in Taiwan. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Chung, Y. L. (2002). The Effect of repetition on listening comprehension: A study of college students learning English in Taiwan. A master thesis submitted to Department of English, National TamKang University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Clark, E. V. (1993). The lexicon in acquisition. Cambridge:Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Clark, H. H., & Clark, E. V. (1977). Psychology and language. New York: Harcourt Brace Jovanovich. | zh_TW |
| dc.relation.reference (參考文獻) | Clarke, M. A. (1982). On Bandwagons, Tyranny and Common Sense. TESOL Quarterly, 18(4), 437-488. | zh_TW |
| dc.relation.reference (參考文獻) | Cole, M. & Cole, S. R. (1996). The development of children.(3rd ed.). New York: W.H. Freeman and Company. | zh_TW |
| dc.relation.reference (參考文獻) | Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics 5 (4): 161-170. | zh_TW |
| dc.relation.reference (參考文獻) | Crabtree, M. & Powers, J. (1991). Language Files. Columbus: Ohio State University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Cross, J. (2002). “Noticing” in SLA: Is it a valid concept? Teaching English as a second or foreign language. Vol .6. No.3 | zh_TW |
| dc.relation.reference (參考文獻) | McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second Language Learning as an Information-processing Perspective. Language Learning, 33, 135-157. | zh_TW |
| dc.relation.reference (參考文獻) | http:www-writing.berkeley.edu/TESL-EJ/ej23/a2.html | zh_TW |
| dc.relation.reference (參考文獻) | Cunningham, F. M. (1999). Improving Adult English Language Learners’ Speaking Skills. Eric Document Reproduction Service No. ED 435 204. | zh_TW |
| dc.relation.reference (參考文獻) | Dulay, H. C. & Burt, M. K. (1973). Should we teach children syntax? Language Learning 23, pp. 235-252: New York State Department of Education. | zh_TW |
| dc.relation.reference (參考文獻) | Duffy, L., Roehler, M., Meloth, M., Vavrus, L, Book, C., Putnam, J, & Wesselman, R. (1986). The relationship between explicit verbal explanation during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21, 237-52. | zh_TW |
| dc.relation.reference (參考文獻) | Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ellis, R. (1997). SLA Research and Language Acquisition. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ellis, N. (1995). The psychology of foreign language acquisition: Implications for CALL. Computer Assisted Language Learning, 8, 103-128. | zh_TW |
| dc.relation.reference (參考文獻) | Faerch, C. & Kasper, G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage Studies Bulletin 5 (1), 47-118. | zh_TW |
| dc.relation.reference (參考文獻) | Gagne, R. M. (1977). The conditions of learning. (3rd edition.) New York: CBS college Publishing. | zh_TW |
| dc.relation.reference (參考文獻) | Meisel, J. (1997). Linguistic simplification: a study of immigrant workers’ speech and foreign talk. In Corder, S.& Roulet, E(Eds.) The notions of simplification, interlanguage and pidgins, and their relation to second language, pp.88-113. Droz, Geneva. | zh_TW |
| dc.relation.reference (參考文獻) | Gathercole, V. C. (1988). Some myths you may have heard about first language acquisition. TESOL Quarterly 22, 407-435. | zh_TW |
| dc.relation.reference (參考文獻) | Gass, S. (1992). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217. | zh_TW |
| dc.relation.reference (參考文獻) | Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. Mendelsohn and J. Rubin(Eds.), A guide for the teaching of second language listening.(pp. 97-112). San Diego, MA.: Dominie Press. | zh_TW |
| dc.relation.reference (參考文獻) | Gillette, B. (1994). The role of learner goals in L2 success. In J. Lantolf & G. Appel, (Eds.).Vygotskian approaches to second language research.(pp.195-214). Norwood, NJ: Ablex. | zh_TW |
| dc.relation.reference (參考文獻) | Goh, C. C. M. (1998). Strategic processing and metacognition in second language listening. PhD. Thesis, Lancaster University, Lancaster UK. | zh_TW |
| dc.relation.reference (參考文獻) | Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28 (1), 55-75. | zh_TW |
| dc.relation.reference (參考文獻) | http://www.elsevier.com/locate/system | zh_TW |
| dc.relation.reference (參考文獻) | Graber, D. A. (1990). Seeing is remembering: How visuals contribute to learning from television news. Journal of Communication, 40(3), 134-155. | zh_TW |
| dc.relation.reference (參考文獻) | Graves, M. F. & Graves, B. B. (1994). Scaffolding reading experiences to promote success for students learning English as a foreign language. The Tenth Conference on English Teaching and Learning in the Republic of China,1-14.Taipei:Crane. | zh_TW |
| dc.relation.reference (參考文獻) | Green, J. M. (1991). Language learning strategies of Puerto Rican university students. Paper presented at the Annual Meeting of TESOL-Puerto Roco. | zh_TW |
| dc.relation.reference (參考文獻) | Mendelsohn, D. (1983). There are strategies for listening. (ERIC Document Reproductive Service No. ED 246648). | zh_TW |
| dc.relation.reference (參考文獻) | Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297. | zh_TW |
| dc.relation.reference (參考文獻) | Grunewald, M. (1999). The teaching of language techniques: Is it possible in Japan. Teacher Belief, Teacher Action. Jalt 99 Connecting Research and the Classroom: Processings of the 25th JALT International Conference on Language Teaching and Learning. pp. 47-53. | zh_TW |
| dc.relation.reference (參考文獻) | Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 293-294. | zh_TW |
| dc.relation.reference (參考文獻) | Hsiao, Y. P. (1997). The Effects of Cognitive Styles and Learning Strategies in a Hyermedia Environment: A Review of Literature. | zh_TW |
| dc.relation.reference (參考文獻) | http://www.usq.edu.au | zh_TW |
| dc.relation.reference (參考文獻) | Huang, S. C. (1997). Taiwanese Senior High School Students’ EFL Learning: Focus on Learning Strategies and Learning Beliefs. Ann Arbor, Michigan: UMI Company. | zh_TW |
| dc.relation.reference (參考文獻) | Huang, S. C. (2000). English Learning Strategy Training: Process, Activities, and Effect. Taipei: The Crane Publishing Co.,Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Huang, S. J. (1996). Memorization and recitation in EFL teaching. A master thesis submitted to Department of English, National Kaohsiung Normal University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Huang, S. C. (2001). Designing English Learning Strategy Training Activities. English Teaching and Learning, 26, 2, 45-62 | zh_TW |
| dc.relation.reference (參考文獻) | Huang, T. L. (2003). The Effect of Listening Strategy Instruction for Junior High School Students in Taiwan. A master thesis submitted to Department of English, National Normal University, Taiwan. | zh_TW |
| dc.relation.reference (參考文獻) | Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension. In D. Mendelsohn & J. Rubin(Eds.), A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press. | zh_TW |
| dc.relation.reference (參考文獻) | Hughes, A. (1989). Testing for language teachers. Cambridge: Cambrige University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ingram, D. (1974). The relationship between comprehension and production. In R. L. Schiefelbusch & L.L. Lloyd (Eds), Language perspective-acquistion, retardation, and intervention (pp.313-334). Baltimore, MD: University Park Press. | zh_TW |
| dc.relation.reference (參考文獻) | Jau, R. F. (1993). Semantic Mapping and its effect on listening comprehension. The 10th conference on English teaching and learning in the Republic of China. | zh_TW |
| dc.relation.reference (參考文獻) | Jones, H. R. (1997). Beyond “listen and repeat”: pronunciation teaching materials and theories of second language acquisition. System. Vol 25, No, 1, 103-112. | zh_TW |
| dc.relation.reference (參考文獻) | Jones, R. H., Rusmin, R. & Evans, S. (1994). Self-assessment of pronunciation by Chinese tertiary students. In Language Awareness in Language Education: Proceedings of the International Language in Education Conference | zh_TW |
| dc.relation.reference (參考文獻) | Kahneman, D. (1973). Attention and Effort. Englewood Cliffs, N. J.: Prentice-Hall. | zh_TW |
| dc.relation.reference (參考文獻) | Kaur, K. (1992). Theory and Practice in TESL. The English Teacher Vol XXI October 1992 | zh_TW |
| dc.relation.reference (參考文獻) | http://education.curtin.edu.au/iier/iier8/glew.html | zh_TW |
| dc.relation.reference (參考文獻) | Kelly, P. (1991). Lexical ignorance: the main obstacle to listening comprehension with advanced foreign language learners. IRAL, 24(2), 135-149. | zh_TW |
| dc.relation.reference (參考文獻) | Kemper, D. (1996). The intention to both memorize and understand: another approach to learning? Higher Education, 31, 341-354. | zh_TW |
| dc.relation.reference (參考文獻) | Meyer, R. (1984). Listen my children, and you will hear---. Foreign Language Annuals, 17, 343-344. | zh_TW |
| dc.relation.reference (參考文獻) | Kinoshita, C. Y. (2003). Integrating language learning strategy into ESL/EFL lessons. The Internet TEST Journal, Vox, IX, No.4, April | zh_TW |
